Thinking

"Through"

Mathematics

I choose baking because...

I enjoy baking

-Learning about the math in baking interests me and will make me become a more successful baker

An abundance of mathematical ideas are involved in even the most effortless of recipes

-People in general seem to overlook the math involved in every day activities like baking

**Types of Math**

Thinking

"through"

math is the wonder of mathematics.

**Baking**

"The only way to learn mathematics is to do mathematics"

Paul Halmos

Grade 3

A10, A13, C1, C4

Grade 4

A5-8

Grade 5

A2, A5, A8, C4

Grade 6

A2, A3, A5, D4

Thinking

"With"

Mathematics

Prescribed Learning Outcomes:

Total word count (excluding references): 499

Thinking

with

math is the mastery of mathematics. This means having both procedural and conceptual knowledge.

References

2. British Columbia Ministry of Education. (2007).

Mathematics K to 7: Integrated Resource Package 2007.

Victoria, BC: Author.

URL: https://www.bced.gov.bc.ca/irp.pdfs/mathematics/2007mathk7.pdf

"___

X

____

=

_____"

Formal Language

Mathematical Symbols

**Context Assignment**

Taylor Braid

Taylor Braid

Multiplying Whole Numbers

Temperature

-Converting Celsius to Fahrenheit

Time

-Understanding secs, mins, & hours

Multiplication

-Doubling, Tripling... a recipe (entails multiplying whole numbers & fractions)

-Multiplying measurements when you don't have the exact measurement you need

Ratios

-Comparing amount of one ingredient to another (if you don't have enough of an ingredient for a recipe)

Addition

-Realizing that the ingredients that you add to a recipe will equal a certain amount of food altogether

Subtraction

-Subtracting the amount of food eaten to find out what's left

-Eliminating ingredients that you don't have or ran out of

Fractions

-Knowing certain measurements are part of a whole (ex. 1/4 cup)

Measurement

-Converting measurements (ex. tsp to tbl spoon)

Dividing

-Sharing baking

"OK class, today we're going to learn how to

combine quantities to obtain their product

"

Physical materials or manipulatives have become enormously popular as tools for teaching mathematics. These tools assist students in understanding & retaining mathematical concepts (Van de Walle, Folk, Karp, Bay-Williams, 2011).

Concrete Objects

Lego blocks

Bowls of beans

Pictures & Diagrams

**SURPRISE!**

When baking, a person must have many accessible mathematical ideas and concepts available at their fingertips:

"The more ways that children are given to think about and test an emerging idea, the better chance they will correctly form and integrate it into a rich web of concepts" (Van de Walle, Folk, Karp, Bay-Williams, 2011, p.25).

3. Van de Walle, J., Folk, S., Karp, K., & Bay-Williams, J. (2011).

Elementary and Middle School Mathematics.

Toronto: Pearson.

Counters (Van de Walle, Folk, Karp, Bay-Williams, 2011, p. 159)

(Van de Walle, Folk, Karp, Bay-Williams, 2011, p. 159)

4. Liedtke, W. (2010).

Making Mathematics Meaningful.

USA: Trafford Publishing.

-I've always thought that I was cursed with being unable to excel at math

-Recently, I learned that baking is extremely complex in terms of math

-I was surprised to discover that I indeed do have some mathematical proficiencies and that I can use my knowledge of mathematics in cooking to understand a variety of mathematical concepts regularly taught in school

Informal (aka Everyday) Language

-Most commonly used symbols in multiplication:

-Brackets are sometimes used to indicate order of operations when multiplication isn't the only type of mathematics present:

-Sometimes multiplication can be seen as written with a raised dot or a star (asterisk) sign:

or

seen more in older grades

(Collins English Dictionary, 2003)

(Collins English Dictionary, 2003)

5. Multiplication, symbol. (n.d.).

Collins English Dictionary - Complete and Unabridged.

(1991, 1994, 1998, 2000, 2003). Retrieved September 20 2014 from: http://www.thefreedictionary.com/Multiplication+symbol

The math in baking will advance students thinking in the following ways:

Conceptual understanding

Visualization

Mathematical Reasoning

Mental Mathematics & Estimation

Flexible thinking

(Liedtke, 2010, p. 16)

Grades Explored

-Multiplication covered in elementary

-Students must have knowledge of multiplying whole numbers before moving onto multiplying fractions

-Cooking requires the use of multiplication skills and strategies

"Would someone please tell me what '

five times five' equals

?"

"Once you've obtained the answer to that question, try

multiplying five by six

".

"If all three of the guests bring one food item there will be

triple the amount

of food at the gathering.

"I'm going to

take

one dessert from each of the four plates,

so that I'll have four desserts to eat

altogether

".

Rationale

"I'll make

twice as many

cookies if I

double

the recipe".

(In class notes, 2014)

"You

always

want to use a variety of objects when teaching mathematics" (Thom, 2014).

1. Thom, J. (2014).

In Class Notes; Curriculum and Instruction in Elementary Mathematics.

(Englert & Sinicrope, 1994, p. 447)

(Wallace & Gurganus, 2005, p.32)

6. Englert,. G & Sinicrope,. R. (1994). Making Connections with Two-Digit Multiplication. The Arithmetic Teacher, 446-448.

7. Wallace,. A & Gurganus, S. (2005) Teaching for Mastery of Multiplication. Teaching Children Mathematics, 26-33.

The last two visuals really focus on using addition to multiply

A recipe call for

18 mL

of food coloring, however you only have a

3 mL

dropper. The baker must use the dropper

6 times

:

By viewing pictures and diagrams, students will begin seeing number as more than just objects

(Thom, 2014)